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Authors that send proposals (full paper) to the conference must send them in two separate files (authorship and main text) so that it can remain anonymous for the revision. 

For each case the approppiate templates must be used: Author(s) Sheet, Main text sheet

Documents specifications

Author(s) document/sheet: Order of content

  • Title of the proposal
  • Author(s) name(s) and institutional affiliation
  • Contact details
  • Acknowledgements
  • Biographical notes

MainText document/sheet: Orden de contenidos

  • Title of the proposal
  • Abstract
  • Keywords
  • Main body of the proposal
  • References

Headers, footers or page numbers should not be included as these will be inserted by the editors.

Authors sheet format

Download the Authors sheet templates.

Page setup Page size A4

Margins: Top: 3.0 cm Bottom: 3.0 cm

Orientation: Portrait Left: 3.0 cm Right: 3.0 cm


Arial 16 bold followed by one 10pt blank line, left aligned, sentence case, single spaced

Author names and institutional affiliation

Author1, Author 2
Arial 10 p t, bold, left aligned, single space

Department or Centre


Arial 10 point left aligned no indent.

For 2nd and subsequent authors add to the first line, except in cases of different Departments or Centres, or Institutions, use separate entries, with spacing one blank line.

Contact details

Detail e-mail of the authors.


Write acknowledgement of support or funding received if necessary. Use the format as main body text.

Biographical notes

Describe a brief biographical note (up to 75 words per author).

Main text Format

Download the Main Text sheet.

Page setup Page size A4

Margins: Top: 3.0 cm Bottom: 3.0 cm

Orientation: Portrait Left: 3.0 cm Right: 3.0 cm


Arial 16 bold followed by one 10pt blank line, left aligned, sentence case, single spaced


Abstracts: up to 300 words, Arial 10 point, justified, indented 1.0 cm left and right, not italicized. Place one blank line before and after. It must be presented both in Spanish and English


Use same format as for abstract, one blank line before and after.


No more than 3 levels of headings

  • Level 1: Arial 12 point bold, un-numbered, followed by one blank line, left aligned, sentence case.
  • Level 2: Arial 10 point bold, un-numbered,  followed by one blank line, left aligned, sentence case.
  • Level 3: Arial 10 point italic, not followed by a blank line, left justified, sentence case.

Body Text

Arial 10 point, justified, single spaced. Blank lines before and after headings, paragraphs spaced the same as text lines, 10 point Arial.


Use two carriage returns to create line breaks to conclude each paragraph, and no indents. Avoid using spacing before and after.


Use italics in preference to bold, and use sparingly. Do not use underlining.


No italics or quote marks, Arial 10 point, justified, single spaced, indented 1.0 cm left and right, one blank line before and after. Short quotations (less than 30 words) should be given with quote marks in your running text; longer quotations should be set off from the main body text, and formatted as described above.

Bulleted and numbered lists

Arial 10 point, justified, single spaced, no indents except a hanging indent 0.5 cm

Tables, figures and diagrams


Centred on page, Arial 10 point and body text within table and its title;  9 point may be used for narrow columns. All tables should have a title with consecutive numbering, eg: Table 1: Frecuency and percentage of the dimension, bold, using sentence case, centred, and located at the top of the table.

For headings within tables use sentence case, with bolding and centring optional. In columns of numbers, use centring or decimal point alignment. Any explanatory text should be placed at the bottom of the table, no wider than the table.

Figures and diagrams

Centred. Titles should be short and numbered, eg: Figure 1: Conceptual framework, bolded, using sentence case, centred, and located below the figure.  Fonts used for diagrams created in Excel must be reproducible in MS Word. Avoid using the common Excel default fonts. Text orientation should be horizontal. Note: Figures may be resized during editing


Main Body of the references

Use APA, author/date in text citation method. Several authors should be separated by semi-colons (eg Carrick, 2001a; Stevens, 1999; Thomas & Yen 2003).

References list

Use APA 5th edition style. This style prescribes alphabetical order by first author. Use Arial 10 point, justified, hanging indent 0.5cm, no blank lines.


Carless, D. (2011, forthcoming). From testing to productive student learning: implementing formative assessment in Confucian-heritage settings. New York: Routledge.

Carless, D., Joughin, G., Liu, N.F. et al. (2006). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press.

Ibarra Sáiz, M.S. & Rodríguez Gómez, G. (2010). Los procedimientos de evaluación como elementos de desarrollo de la función orientadora en la universidad. Revista Española de Orientación y Psicopedagogía, 21 (2), 443-461.

Nicol, D, J. & Macfarlane-Dick (2006), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218.

Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice. REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007. Available:

Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies. (2nd Ed.) London:.Routledge Falmer.

Rodríguez Gómez, G. et al. (2010). Re-Evalúa: Comprobando el impacto de la e-Evaluación orientada al e-Aprendizaje en la universidad. In M.E. Prieto Méndez, J.M. Dodero Beardo, & D.O. Villegas Sáenz (Eds.), Recursos Digitales para la Educación y la Cultura. Actas CcITA-Volumen SPDECE. Cádiz: Universidad de Cádiz y Universidad Tecnológica Metropolitana de México, pp. 253-256.

Underwood, J. (1997). Breaking the cycle of ignorance: Information technology and the professional development of teachers. In D. Passey & B. Samways (Eds.), Information Technology: Supporting change through teacher education. London: Chapman & Hall, pp.155-158